Teaching Behavior Analysis to Pre-service Teachers in their
Nonnative Language: Does Method Matter?

J 2022

Teaching Behavior Analysis to Pre-service Teachers in their Nonnative Language: Does Method Matter?

KINGSDORF, Sheri Leigh a Karel PANČOCHA

Základní údaje

Originální název

Teaching Behavior Analysis to Pre-service Teachers in their Nonnative Language: Does Method Matter?

Autoři

KINGSDORF, Sheri Leigh (840 Spojené státy, domácí) a Karel PANČOCHA (203 Česká republika, garant, domácí)

Vydání

Journal of behavioral education, New York, SPRINGER, 2022, 1053-0819

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50302 Education, special

Stát vydavatele

Spojené státy

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Impakt faktor

Impact factor: 2.000

Kód RIV

RIV/00216224:14410/22:00124855

Organizační jednotka

Pedagogická fakulta

DOI

http://dx.doi.org/10.1007/s10864-020-09409-y

UT WoS

000572009300001

Klíčová slova anglicky

Behavior analysis; Pre-service teachers; Instruction models

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 7. 2. 2023 12:52, Mgr. Daniela Marcollová

Anotace

V originále

Expanding the field of behavior analysis allows empirically validated practices to be more accessible for children impacted by autism, developmental disabilities, and behavioral challenges. However, even with the global advancement of applied behavior analysis (ABA) getting the science into the area where children spend most of their time, schools, can be a challenge. Professional development for teachers in the area of ABA has been previously investigated. However, incorporating ABA coursework into pre-service teacher training does not have a strong research base. Looking specifically at teaching ABA coursework in English to a group of speakers of English as a second language is even more novel. Therefore, the aim of this investigation was to use an alternating treatments design in an undergraduate pre-service teacher ABA elective course to evaluate the effectiveness and social validity of information delivery in two different formats: in-person lecture and online recorded lecture. The findings of the study did not show a difference in student course performance based on delivery method, but did show variations in preferences. Overall, the blended model of instruction proved effective in disseminating ABA to pre-service teachers in their nonnative language with promising reports for future usage.

Návaznosti

CZ.02.2.69/0.0/0.0/16_027/0008360, interní kód MU
(Kód CEP: EF16_027/0008360)

Název: Postdoc@MUNI

Investor: Ministerstvo školství, mládeže a tělovýchovy ČR, Postdoc@MUNI, PO 2 Rozvoj vysokých škol a lidských zdrojů pro výzkum a vývoj

EF16_027/0008360, projekt VaV

Název: Postdoc@MUNI

Citovat

KINGSDORF, Sheri Leigh a Karel PANČOCHA. Teaching Behavior Analysis to Pre-service Teachers in their Nonnative Language: Does Method Matter? Journal of behavioral education. New York: SPRINGER, 2022, roč. 31, č. 2, s. 423-439. ISSN 1053-0819. Dostupné z: https://dx.doi.org/10.1007/s10864-020-09409-y.

@article{1680406,
   author = {Kingsdorf, Sheri Leigh and Pančocha, Karel},
   article_location = {New York},
   article_number = {2},
   doi = {http://dx.doi.org/10.1007/s10864-020-09409-y},
   keywords = {Behavior analysis; Pre-service teachers; Instruction models},
   language = {eng},
   issn = {1053-0819},
   journal = {Journal of behavioral education},
   title = {Teaching Behavior Analysis to Pre-service Teachers in their Nonnative Language: Does Method Matter?},
   url = {https://link.springer.com/article/10.1007/s10864-020-09409-y},
   volume = {31},
   year = {2022}
}

TY  - JOUR
ID  - 1680406
AU  - Kingsdorf, Sheri Leigh - Pančocha, Karel
PY  - 2022
TI  - Teaching Behavior Analysis to Pre-service Teachers in their Nonnative Language: Does Method Matter?
JF  - Journal of behavioral education
VL  - 31
IS  - 2
SP  - 423-439
EP  - 423-439
PB  - SPRINGER
SN  - 10530819
KW  - Behavior analysis
KW  - Pre-service teachers
KW  - Instruction models
UR  - https://link.springer.com/article/10.1007/s10864-020-09409-y
L2  - https://link.springer.com/article/10.1007/s10864-020-09409-y
N2  - Expanding the field of behavior analysis allows empirically validated practices to be more accessible for children impacted by autism, developmental disabilities, and behavioral challenges. However, even with the global advancement of applied behavior analysis (ABA) getting the science into the area where children spend most of their time, schools, can be a challenge. Professional development for teachers in the area of ABA has been previously investigated. However, incorporating ABA coursework into pre-service teacher training does not have a strong research base. Looking specifically at teaching ABA coursework in English to a group of speakers of English as a second language is even more novel. Therefore, the aim of this investigation was to use an alternating treatments design in an undergraduate pre-service teacher ABA elective course to evaluate the effectiveness and social validity of information delivery in two different formats: in-person lecture and online recorded lecture. The findings of the study did not show a difference in student course performance based on delivery method, but did show variations in preferences. Overall, the blended model of instruction proved effective in disseminating ABA to pre-service teachers in their nonnative language with promising reports for future usage.
ER  -

KINGSDORF, Sheri Leigh a Karel PANČOCHA. Teaching Behavior Analysis to Pre-service Teachers in their Nonnative Language: Does Method Matter? \textit{Journal of behavioral education}. New York: SPRINGER, 2022, roč.~31, č.~2, s.~423-439. ISSN~1053-0819. Dostupné z: https://dx.doi.org/10.1007/s10864-020-09409-y.

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